I had the great pleasure to sit and talk Educational Technology with one of the pioneers in the field here in Nepal (and worldwide), Mr. Rabi Karmacharya. Rabi founded the Open Learning Exchange in Nepal about four years ago, and has piloted revolutionaries projects in the field ever since. While my primary concerns were in the bringing of new technolology resources to the Magic Yeti Libraries, the NGO that I am currently working with here in Nepal, I was also fascinated by this truly radical approach to technological implementation in the developing world. OLE was the first organization to introduce the One Laptop Per Child program's low-cost laptop technology into the region, but this was just the beginning for Karmacharya. His team has worked to introduce high quality, locally produced content, working with the Ministry of Education and the nationwide primary curriculum to introduce technological aids and resources that truly work to close to digital divide, as well as get students interested in their own learning processes. His team has also brought together local Nepali writers to produce additional young adult literature that can then be digitized and spread throughout the OLE network. Incorporating the new technology into classrooms in advanced trial periods, the team has also worked in training teachers to become comfortable with using technology as an aid in the classroom (and not as a substitution, which is what many educators fear-their own redundancy at the hands of the digital revolution). All materials are developed on the Open Source Linux platform, making free access to all educators and students as easy as possible.
I sat with Rabi for a few hours at his office in Patan and talked Educational Technology....
What is the link between the project and the spread of the Internet in rural Nepal?
Mr. Karmacharya responded, “OLE does not want to depend on the internet. The model is now more of using a low power school server for each school and employing as many local materials as possible. The low power server is made in Taiwan, and is loaded with the OLE digital library, which includes all types of materials-dictionaries, encyclopedias, and digital books both in English and Nepali. We are also now using Nepali writers to start writing reading materials for young adults, which there is a significant lack of nowadays. The kids can connect to these local school servers through either laptops or desktop computers. This all avoids having to rely on the internet, which is very unreliable and unavailable in many areas. Then, new versions of the electronic resources are sent every three months to the schools on a flash drive with all the updated materials. These are sent and uploaded very simply by the local staff, who only have to plug in the flash drive, wait a minute, and disconnect; very little room for error. Even in locations that do have internet available, the connection is only used to download new materials and do updates to the servers, which can be done at off peak hours and when the connection is working; it does not have to be relied upon, and all materials can be easily delivered using the alternate system.
An amazing, innovative approach to reaching traditionally out-of-reach locations. Have you done any experimentation with mobile-based technologies, such as the Nokia Educational Delivery System?
We are developing our technologies to work on any platform. The technology is not tied to any hardware. Right now, low cost laptops are the cheapest way to implement the program-in many cases laptops are now cheaper than mobile phones!
What has been the greatest success of the program?
The greatest success has been in the overall increase in the interest in learning from the children-this is heard over and over by parents and teachers-the kids are actually excited about learning! Some of the teachers have done a fantastic job at the integration of the technology into the classrooms, and we are very happy with that aspect.
What has been the biggest challenge for the program?
The technical support side. This needs a sustainable business model. Now, OLE is doing all the fixing and tech support for the hardware and the software involved; as the program expands, there needs to be local skills employed in areas such as technical training. The problem is creating a business model, as the poor rural communities cannot afford to pay for the spare parts and upgrades for the machines. How can this be locally sustainable? How can the locals make money from the program? Another challenge we face is with teacher motivation. The teachers often feel threatened by the technology; teachers feel more comfortable with the traditional chalk and talk approach. We have given the teachers training, but how do we keep them motivated and trained? Leadership in the schools is also needed at the local level with a strong vision and plan for the future. A good leader and community must be in place to ensure the computers are being used to their full potential.
How can the learned skills stay in the communities where the project is based, and not simply contribute to the rural-urban brain drain?
The goal of the project is to get children interested in learning, not necessarily to provide technology training to the kids. Currently, the school system is not inspiring the children, and is not getting them interested in learning. Technology can give a platform and provide access. Building a strong foundation with the younger children to develop the skills such as looking for knowledge and the challenge and to question ideas. The shifting from a teacher-transferred model to a student-transferred model of education is our goal; the technology works to make the classes child centric. This is one of the best changes for the schools. We are simply trying to facilitate this shift, and work on the question on how to get kids excited about learning again? The teachers are still in control of the classes and the learning goals; however, the kids can play a much larger role in their own education. Additionally, the program works to identify the areas that the government textbooks and materials have missed, and target these areas with supplemental materials on their servers.
A fascinating approach-the basic goal of student motivation is an issue seldom looked at in educational development. It is to often assumed that once given technology, the kids will know what to do with it; this is often a wrong assumption. The real integration of the technology into lessons, into the curriculum, and the supplement of content areas that have been overlooked is a great approach.
What resources are most needed now by the program in moving forward?
The biggest need now is the proactive government policies needed for a larger roll out. Many donors want to contribute to the program, but they want to work directly with the government; thus, we want the government to take over more ownership of the program and help to increase the community participation to really push a larger roll out. We want the government to implement a large scale roll out for nationwide classrooms.
Where do you see the program in 5 years?
We are now in 7 pilot districts now, that were initially identified by the government. We needed to see the challenges of implementing in all the different areas of the country-the mountains, the terai, the urban areas. Now the focus is on working with the Ministry in moving forward. In 5 years, what we sees is out of 24000 government schools in the country, if we can get 2000 schools-10% of the schools, that would be the target. To build a model, to strengthen the model; to replicate the model with support of the government in as many schools as possible. The model can then be used by outside organizations who want to work in the area to make a larger impact. If someone wants to come and donate 20 computers, they can use this model and be much more effective. Thats why we have implemented the pilot in many different areas. Everyone knows that computers and technology are needed in the schools, they just don't know how to go about doing it. This model can be the most effective test case on how to do so.
The creation of a model to be used in Nepal, and even internationally-a home grown, sustainable solution to closing the digital divide amongst some of the most marginalized communities in the world; truly a radical technological platform. Thank you so much, and I look forward to seeing the project out in the field soon!
